词切分对学前儿童早期阅读影响的眼动研究

Influence of Word Segmentation on Preschool Children's Early Reading

以6-6．5岁的学前大班儿童为被试，本研究采用眼动技术和书面文字阅读情境，通过两个实验探讨词的空间排列方式对儿童早期词汇识别、句子阅读以及阅读理解的影响。实验一设置了无空格条件和词间空格条件，实验二设置了无空格条件、词切分条件和词块切分条件，结果发现词间空格条件对大班儿童的早期词汇识别有促进作用，并在一定程度上促进了大班儿童的句子阅读；词切分优化了大班儿童的早期阅读理解成绩，而词块切分对大班儿童的阅读理解更是有显著的促进作用。

Preschool children （aged 6-6.5） were tested to read words, sentences and paragraphs under different ways of spatial arrangement of words by using eye tracking technique to explore its influence to reading. Experiment 1 set up no word segmentation and word segmentation for words recognition and sentence reading. Experiment 2 provided three space conditions, no word segmentation, word segmentation and word block （lexical） segmentation for reading comprehension. Results found inserting word spaces between words could promote children＇s word recognition and also contributed to their sentences read. Word segmentation optimized their reading comprehension achievement. Lexical segmentation on children＇s reading had a significant role in promoting their reading comprehension.